Research On The Construction Of "Dual Qualified" Teachers Team Of Vocational School

Since the1970s and1980s, China started to pay attention to the structural reform ofsecondary education and the development of vocational education. In the past thirty years,with the supports of national policies and the efforts of private educators, private vocationaleducation has gained great progresses. On one hand, the private vocational educationundertakes important social functions and responsibilities for the development of education inChina, and helps to release the pressure of college entrance examination and job searching forChinese graduates; on the other hand, provides more opportunities of self-sustainment, jobhunting and self-employment, so as to reduce the social conflicts and promote harmony andstability of society.In the scope of vocational education, secondary vocational education as a bridging pointof compulsory education and higher vocational education or higher education, is in a difficultsituation, especially for the private secondary vocational and technical schools, which have nogood educational conditions or environment. The future of the private secondary vocationaleducation is directly related to the quality and stability of its teachers. According to theexperiences of running a vocational school in United Kingdom, United States and Germany,the cultivation of " dual qualified " teachers is a reasonable and feasible way for privatesecondary vocational schools.Combining with the overall situation a private secondary vocational school inChangchun City-S school, especially the construction of the " dual qualified " teachers, thisthesis reveals the difficulties faced by the private vocational school and its attributions, andtries to clarify that the cardinal factor of private vocational schools is the construction ofteachers group and resource integration. Based on the theoretical analysis of School’sexperiences, it proposes strategies and suggestions on the training of "dual qualified" teachersand the team building. On the theoretical level, it will be beneficial for the richness of theinstructive and inspirational theories on the teaching team building of current privatesecondary vocational schools; on the practical level, it hopes to provide references andinspiration for more private vocational schools on teacher management and featuresdevelopment. At the same time, it presents referable comments and suggestions forgovernments and educational authorities on the development of private secondary vocationaleducation, so that better policies could be raised for the development of the private secondaryvocational schools, including the teaching team building and the training of young teachersand so on.